Resource Book Review: Clearing the Way

Clearing the Way: Working with Teenage Writers by Tom Romano

My rating: 3 of 5 stars


As I read more about the teaching of writing, a common message has arisen: encourage the writer.

Published over twenty years ago, Romano proposes finding the good in student writing, having students write more than a teacher could possibly assess, write and read all kinds of writing, talk about writing, talk about writing, and, oh yeah, talk about writing.

The same message is still be trumpeted today by members of the National Writing Project and many well-versed teachers of writing. Yet, the stereotypical red-pen wielding, mistake maven still dominates English classrooms. Shackled by any number of things, Romano asserts that teachers fall into the habit of becoming college professors. Our downfall is we critique the mechanics of writing so much that we kill the writer's voice. We do more damage by damning things like the comma-splice...

I got the most out of Chapter 8 where Romano addresses assessing student writing. He admits that there have been occasions where he has failed miserably at his job in this capacity. Yet, I am encouraged by his own revelation:

Distinguishing between the student and the writing is a fool's distinction. Writing is the writer. It embodies her voice, her passion, her thinking, her intellect, her labor, and, on some occasions, her very soul.

You are a fine person, but this piece of writing is a D.

Don't kid yourself--when that happens the writer is stung.

Such a method is directly opposed to our purposes as teachers.

I'm quickly becoming fascinated with how many teachers of writing are disgusted by the damage we do to young writers by grading their work. This is different than assessing. Romano and the rest lay out a variety of powerful and effective assessing models. But this issue of grading is sitting with me like a ghost this summer.

Romano's book resurrected the conversation for me today.

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Resource Book Review: Hidden Gems

Hidden Gems: Naming and Teaching from the Brilliance in Every Student's Writing by Katherine Bomer

My rating: 5 of 5 stars


I can't say that I ever anticipated reading an emotionally moving book about writing instruction. Over the last 24 hours I have read my first.

The intent of Katherine Bomer's cogent book on teaching writing, Hidden Gems, is to transform the way the rest of us approach student writing. Admittedly, it is awfully difficult to see a piece of student writing and not leap to what is wrong with it. It is how I was taught when I was 10, 11, 12, 13, 14, 15... And I allowed myself a brief moment of silent shame in a class this week with the Pennsylvania Writing and Literature Project (NWP) when a colleague projected a piece of student writing for all of us to discuss. Immediately, I saw the errors.

We didn't once discuss the errors--we discussed what was strong in it. We discussed what the writer could build upon. I listened and I have to admit, my perspective of what I do and how I do was altered.

Bomer addresses the fact that many teachers share in my experience:

Constant attention to and judgment on mechanics and organization becomes a systematic means for placing restraints on kids without listening to what they have to say.

Especially helpful is the fact that Bomer includes many student samples in her book. Yet, she not only covers what is strong, but she also models how she would confer with the student and what a plan might be moving forward. These are not perfect texts by our traditional definition. She selected a wide variety of samples.

Bomer also takes into consideration that what may be making teachers begin and end with negative comments on student writing is traced to the writing rubric and grading itself. She quotes from Maja Wilsons Rethinking Rubrics in Writing Assessment:

However, writing may not be a simple system like billiards, subject to the laws of determinism.  Writing may more closely resemble complex, chaotic systems like global weather, economic systems, or political unrest.

Bomer is trying to balance the reality of our profession (or vocation) with the best case scenario for all involved. I liked that she focused on teaching us how to find things to compliment and build upon in student writing--she is trying to change the way you see yourself and how you see your writers.

Bomer writes that teachers need to write for good cause:

Teaching writing without doing it ourselves is like trying to teach a four-year-old how to tie shoes when we have only worn flip-flops our entire life.

I've come to a crossroads myself as a teacher of writing. It is only through discussion with peers, reflections on past practice, and reading books such as this that I can come to an educated decision about how I will move forward next year. I do not have a perfect answer yet, and I do not know that any of us ever can:

Most of us have a long way to go toward creating assessments that teach writing rather than sort, humiliate, and confuse...

Kids try hard to make writing look and sound like the #4...and if they miss the cues and fail to conform, this becomes one more notch in their belt of failure...

The beauty in this book, is not just teaching us to see the beauty and possibilities in all student writing, but it also very clearly holds our "schizophrenic" roles of supportive facilitator to critical judge right up to our faces.

You may not look at your role in the classroom the same way again.

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National Writing Project Day 7: Domain on the Brain

I have a few thoughts elbowing their way around my brain after today's workshop with Dr. Andy Fishman:

Thought(s) 1:

Have you found that you/your colleagues have mashed together the concept assessing/conferring about domains and grading essays with rubrics?  The more I learn the more I think we've come to that--the word "rubric" has found a way to replace the correct terms of more than just "domain."

Conferring about a specific domain is quite different than using a domain chart to stamp a grade on an essay, isn't it?

Is it easy for a teacher to confuse the two...use each incorrectly...and confuse the student writer?

I find that the use of the Pennsylvania Writing Assessment Domain Scoring Guide makes sense when  dealing with formative assessment and conferences.

I'm struggling with the distinction between that guide and a rubric.  Can that guide be a rubric?  Should it be?

I don't like the thought of a number on a guide...or on something which is best promoted (in my opinion) as a formative assessment guide.

It gets gummy when I start thinking about numbers and letters generated from that guide.

Thought(s) 2:

I can't recall if I read it in Study Driven or Teaching Adolescent Writers...or someplace else...but the concept that writing in the real world doesn't supply a rubric before writing kept creeping back into me today (even though today's discussion was domains).

If we are teaching domains (Focus, Content, Organization, Style, and Conventions) and these are best reinforced through rehearsal and conferring and writing and conferring and revision and conferring over and over, then why are we really using rubrics?  To teach to the essay?  To have a piece of paper with a stamp of approval upon it?  To cover our own rear-ends so that we can say "See, I used a rubric, my expectations were clear!"

Can we ever really separate and distinguish the difference?